Presentation on theme: "Will it blend? Integrating face-to-face and online learning"— Presentation transcript:
1Will it blend? Integrating face-to-face and online learning Irana Morrish, Cambridge ESOLRachel Le Juge, Air FranceGood morning – introductions:Irana Morris, eLearning Programme Manager for Cambridge ESOL and Rachel Le Juge, (job title?) from Air France.We are here to talk about Blended learning and share some experiences of running examination preparation courses in this way.
2Session outline New models of learning Blended learning – what and why?Introduction to Cambridge ESOL coursesCase Study 1: SiemensTips for integrationCase Study 2: Air FranceReflections on delivering blended programmesQ&ASo are aims in this session is to take a brief look at some new models of technology enabled learning, go over the background to Cambridge ESOL’s blended courses, including our definition of blended learning.I will then share some experiences from Engineering giant Siemans in delivering our Cambridge Financial English blended learning course. Then I will had over to Rachel so she can share Air France’s experience of implementing BULATS online.
3What is this? What is it for? But first, a quick quiz for you…. Here is something I am sure is very familiar to you - so what is it and what is it for? Does anyone want to share their answer?Yes – this is a device for internet security, a way of checking that a human being is filling in a form rather than a computer programme – a way of stopping internet spam and phishing.What is it for?
4What is this? What is it for? A second question for you – what is this and what is for? Again, anyone want to volunteer? This has the same purpose as the first example but this has a second purpose and has two words . IF you look at the reCaptcha logo you can see it says ‘stop spam read books’ The recaptcha programme utilises the time internet users spend entering security checks to digitise books. Where optical screen capture programmes cannot make out a word, the reCaptcha programme presents these words to internet users and asks them to read the scanned image of the word and ‘translate’ this. Through aggregation of multiple users results, the word is then translated into the digital version of a book.And building on this:What is it for?
5Is Duo Lingo. Com. Has anyone looked at this site yet? Currently in its BETA form, this project aims to translate the internet into all major languages for free by offering an exchange of labour to language learners. Free language learning online in exchange for translation of sentences and content within the internet. Again an aggregation method is used to select the best translation and initial research by the researchers behind the project indicates that this aggregation method produces translations as good as those produced by professional translators.An example then, of how technology – both in what is becoming possible and how we as a society use it, is producing different ways and means for language learning
6And if you want to know more about the research and background to duolingo, then view Louis Von Ann’s talk at ted.com.Well – so what is in store for ELT in the context of rapid technology change and global mobility – well here is what Tony Gurr suggested on his allthingslearning blog at the end of last year, building on Eaton’s research ‘Global Trends in Language Learning in the 21st Century.
7He talks about just in time learning rather than a just in case approach, and next practice suggesting that english language learning will become increasingly context driven – and that there will be an impact on assessment in terms of understanding the relationship between learning and assessment and further integration of the two.In terms of what this means for blended learning – well, I think it is fair to say that blended learning courses and courses which utilise technology are well placed to respond to this challenge through offering a flexible approach to delivery – and tools to further personalise learning and track learners progress. It also offers ways of seamlessly integrating assessment and learning content.In the monograph, Global Trends in Language Learning in the 21st Century, Eaton presents a listing of “What’s IN” and “What’s OUT” for the language classroom: What’s OUT Vague, hollow promises that can’t be proven.Saying that learning languages is easy.Authoritative teacher attitudes.Complaining about cutbacks and lack of funding.Language labs. What’s IN Clear, provable demonstrations of learning.Frameworks, benchmarks and other asset-based approaches to assessment.Individualized, customizable, learner-centred approaches.Proving the value of language learning through stories and speech.Using technology for language learning.Linking language learning to leadership skills.Showing funders the impact their investment has on our students, our communities and our world.Tony Gurr, ‘Whats in, What’s out - for ELT’ allthingslearning blog, 2011
8Flipped classroom model This is the current buzz term in blended learning – the flipped classroom model. This emerged primarily in higher education in the USA, and is now being widely adopted in American highs schools and other countries (look up list and annotate).The premise is that all of the core input is available online and is worked through at home – leaving the classroom time free to focus on activities, learning in action if you will. Teachers use classroom time to work on areas that learners found difficult or to show examples in action. Results have been extremely positive and if you want to know more it is worth looking at the full infograph, produced by Knewton Learning.Created by Knewton Learning and Column Five Media
9How do we define blended learning? A combination of traditional classroom learning and media-rich, interactive online technology100%Face-to-face100%OnlineAt Cambridge ESOL when we talk about blended learning – we are using this definition. The split of face-to-face and online delivery varies but typically, the courses that we have released work on a 60/70% online to 30/40% classroom split.
10Benefits of blended learning For learnersFlexibility of studyMore time for reflection and reviewEncourages learner autonomyCan repeat the ‘lesson’Reassurance of face-to-face contactPersonalisation of learningOur experience so far in offering the courses has shown a number of benefits for learners in terms of flexibility – a ‘just in time’ approach if you will, and in terms of enabling more time for reflection and review.
11Benefits of blended learning For schools/teachersFlexibilityDifferentiation between learnersAn easier way into teaching onlineOpportunities to extend teaching timeOpportunities to widen access and run additional classesFor schools and teachers the flexible approach means there are opportunities to offer additional courses, to widen access to the study programme and to use the material to differentiate between learners and offer a more personalised experience for them.
126 blended learning courses Cambridge Financial English100 hoursLevel: B275% Online; 25% ClassroomBULATS Blended Learning Course50 hoursLevel: B1-C160%–70% Online; 30%–40% ClassroomCambridge B1 Course OnlineLevel: B1Cambridge ESOL has produced 6 blended learning courses over the last two years
14Self-study 100% online courses and modules BULATS Self-study50 hoursLevel: B1-C1IELTS Academic Self-study100 hoursBand scores: 4.5–7.5IELTS General Training Self-studyAnd three self study courses.Since we have released our courses we have found that institutions have taken our material and used it in a number of different ways to suit the context of their learners. Some have followed the model suggested in the material, some have extended the online materials and others have used the self study courses and supported these with their own classroom material.
15Case study: Siemens Financial English to support finance teams Learners are IT SupportAn opportunity to improve communication skills with colleaguesModel of delivery: 75% online; 25% classroomOnce a month face-to-face sessionsNet meetings supportSiemans began running the Cambridge Financial English just over 12 months ago. They used the suggested blend as their model (so 75/25) – and their primary aim was to use the course to improve the financial english of a variety of people at Siemans. The first two groups of learner were from the IT Support team whose job it is to support the finance teams and they were offered the course as a way to improve their communication with their colleagues.Face to face support was offered once a month and there were additional net meetings planned in the programme.So far two groups have completed the course (27 learners in total).
16Common issues Some solutions Learner selection Learner motivation Finding time to study flexiblyChecking progressPlacement test & interviewIncentivise completionLearner agreement & advice about structureEngagement with peers & tutor supportUse of role playExperience has been mixed to date. James Schofield, the tutor at Siemans reported the following issues and some suggested solutions.These are common issues in any online/blended approach to learning but one aspect that was particularly interesting was the way in which role. play was used. James reported that using some of the role plays suggested in the course material had proved to be a rewarding experience for all involved. This was done both in the face to face session and also at a distance, sometimes via web conferencing and sometimes via the phone.What is evident that the learners who benefited most from the experience where those whose context was most appropriate to the course. In other words, here the blend of online and face to face worked best when the learners were involved in deciding on the mix and were able to fully committ to the course.
17Case Study 2 Rachel Le Juge, Air France And now let’s here from Rachel and the experience she has had implementing online BULATS …..